Welcome to the 12th Grade Theory of Knowledge Wiki
September 16th, 2016
Timeline
September 30th: First TKPPF Interaction Due
October 28th: Draft 1 Due to TOK@lapazschool.org (2nd TKPPF Interaction Due)
November 18th: Final Draft Due to TOK@lapazschool.org (3rd TKPPF Interaction Due)
Essay A—Level 2: Basic (3)
There is some tenuous evidence that the candidate has considered relevant knowledge questions- in particular to do with the nature of truth and the degree to which we share it especially when analysing Picasso’s assertion that art is a lie that brings us nearer to the truth.
There are implicit links to perception and emotion (“seeing” and “feeling”) and, at a stretch, history (Hitler) and the human sciences (“human nature”). However, these links, besides being superficial, are not directly connected to the prescribed title.
There are traces of a basic line of argumentation, as in the idea that pictures are more powerful than words, weakly supported by a hypothetical example, and there is an attempt to justify assertions using vague phrases such as: “others might understand it differently” or “many would argue”.
In general, examples are not well developed (for example Hitler’s propaganda taken as a form of art) and sometimes clumsy.
The work, besides being descriptive regarding certain characteristics of abstract art, lacks focus and shows little coherence.
This essay displays minimal characteristics of a level 2 performance; therefore, it deserved 3 instead of 4.
Essay D—Level 5: Excellent (9)
There is a sustained focus on knowledge questions confirming and contradicting that “doubt is the key to knowledge”, as the prescribed title demands. A clear approach using different perspectives shown in real-life examples related to different areas of knowledge can be easily identified.
The first examples, regarding mathematics move from a personal example on how the student visualizes her own learning in class to a more sophisticated topic like the way conjectures are dealt with, emphasizing effective links to ways of knowing, especially reason.
Then there is an insightful investigation about religion, viewing it from different perspectives, focusing on Christianity, Islam and a way of proving that God exists, showing how doubting in that context might be a key to knowledge and how not.
Arguments are carefully and clearly developed. Every assertion is effectively evaluated giving a proper place to authority, experience, the search of truth, among other relevant TOK issues. The student definitely acknowledges the implications drawn in each of the examples.
It is worth pointing out that in spite of the effective and well-supported examples, the fact that they were not fully evaluated resulted in a mark of 9 being awarded instead of the highest possible mark of 10.
September 2nd and 9th, 2016
Spark: What news story (non-personal experience) from the vacation were you most able to connect to TOK? Why? Explain using at least 1 AOKs and 1 WOK.
Scope and Applications - How broad is the Area of Knowledge (AOK) and its relevant applications to our world? To what extent are there unanswered questions in this AOK?
Language and Concepts - To what extent are the Language and Concepts of the AOK necessary to understand it?
Methodology - How important are processes, procedures and general "ways of doing things" necessary to understand the AOK?
History - To what extent is the history of the AOK important to the present day knowledge base?
Links to Personal Knowledge - To what extent is the AOK significant to the individual and vice versa?
Lessons learned from TOK Essay Workshop
Contrasting AOKs to help make sense of the prescribed titles
Unpack (without defining) key words in the KQ that you create
Knowledge claims are supported by comprehensive arguments
Minimize anecdotal personal knowledge
The Assessment Instrument (below) is used to evaluate what IS in the essay... not what ISN'T
September 16th, 2016
- Timeline
- September 30th: First TKPPF Interaction Due
- October 28th: Draft 1 Due to TOK@lapazschool.org (2nd TKPPF Interaction Due)
- November 18th: Final Draft Due to TOK@lapazschool.org (3rd TKPPF Interaction Due)
- Essay A—Level 2: Basic (3)
- Essay D—Level 5: Excellent (9)
September 2nd and 9th, 2016There is some tenuous evidence that the candidate has considered relevant knowledge questions- in particular to do with the nature of truth and the degree to which we share it especially when analysing Picasso’s assertion that art is a lie that brings us nearer to the truth.
There are implicit links to perception and emotion (“seeing” and “feeling”) and, at a stretch, history (Hitler) and the human sciences (“human nature”). However, these links, besides being superficial, are not directly connected to the prescribed title.
There are traces of a basic line of argumentation, as in the idea that pictures are more powerful than words, weakly supported by a hypothetical example, and there is an attempt to justify assertions using vague phrases such as: “others might understand it differently” or “many would argue”.
In general, examples are not well developed (for example Hitler’s propaganda taken as a form of art) and sometimes clumsy.
The work, besides being descriptive regarding certain characteristics of abstract art, lacks focus and shows little coherence.
This essay displays minimal characteristics of a level 2 performance; therefore, it deserved 3 instead of 4.
There is a sustained focus on knowledge questions confirming and contradicting that “doubt is the key to knowledge”, as the prescribed title demands. A clear approach using different perspectives shown in real-life examples related to different areas of knowledge can be easily identified.
The first examples, regarding mathematics move from a personal example on how the student visualizes her own learning in class to a more sophisticated topic like the way conjectures are dealt with, emphasizing effective links to ways of knowing, especially reason.
Then there is an insightful investigation about religion, viewing it from different perspectives, focusing on Christianity, Islam and a way of proving that God exists, showing how doubting in that context might be a key to knowledge and how not.
Arguments are carefully and clearly developed. Every assertion is effectively evaluated giving a proper place to authority, experience, the search of truth, among other relevant TOK issues. The student definitely acknowledges the implications drawn in each of the examples.
It is worth pointing out that in spite of the effective and well-supported examples, the fact that they were not fully evaluated resulted in a mark of 9 being awarded instead of the highest possible mark of 10.